The Emotional Component of Teaching RFL to Iranian Studentsas a Goal and Means of Achieving Optimal Results

The study analyzes the methods of motivation for teaching Russian to Iranian students; methodological approaches to using them in teaching technology are presented. The active methods of teaching, their features, and effectiveness for improving the quality of mastering the subject are considered, taking into account the opinions of Western and Russian scientists and teachers.In accordance with the task, the study is based on the results obtained in a survey concerning assessments and opinions about “emotional” methods of influencing the process of language acquisition. This inclusive concept applies to all pedagogical methods concerning students’ emotions. 114 undergraduate students in Russian at Iranian state universities took part in the survey. The survey was conducted in the context of the COVID-19 pandemic and focused on 1) determining the preferences given by students when choosing full-time or distance learning; 2) evaluating game tech-nologies (Role-playing), watching films, conducting discussions, staging performances by students; 3) evaluating the feasibility of using social networks and training programs, as well as the use of an interactive hybrid learning method. According to the survey results, 85.9% of students expressed dissatisfaction with the virtual learning process. 53% positively assessed the combined use of the above-mentioned methods.